Journal of Experimental Child Psychology最新文献_第9页

Linking parents’ play strategies with their preschoolers’ STEM skills: The mediating roles of child STEM talk and self-regulated learning 将父母的游戏策略与学龄前儿童的 STEM 技能联系起来：儿童 STEM 谈话和自我调节学习的中介作用。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-19 DOI: 10.1016/j.jecp.2024.106095

Morgan D. Mannweiler, Karen L. Bierman, Lynn S. Liben

{"title":"Linking parents’ play strategies with their preschoolers’ STEM skills: The mediating roles of child STEM talk and self-regulated learning","authors":"Morgan D. Mannweiler, Karen L. Bierman, Lynn S. Liben","doi":"10.1016/j.jecp.2024.106095","DOIUrl":"10.1016/j.jecp.2024.106095","url":null,"abstract":"<div><div>Previous studies document associations between parents’ use of guided-play strategies and children’s STEM (science, technology, engineering, and math) skills. We extend existing research by exploring mediating mechanisms that may account for these links. Parents played with their preschool children (<em>N</em> = 75; 49% girls and 51% boys; 94% White, 3% Black, 1% biracial, 1% Asian, and 1% Native American; <em>M</em><sub>age</sub> = 4.82 years) in undertaking a building challenge. Videotaped play was coded for parents’ guiding STEM talk (density of math, spatial, and scientific inquiry language) and management strategy (high vs. low directiveness). Mediators included children’s STEM talk during play and self-regulated learning (assessed by executive function tests and examiner’s ratings of children’s task orientation). Structural equation models confirmed hypothesized mediated paths from parent STEM talk to child math (but not spatial) skills via child STEM talk and from parent STEM talk and directiveness to child math and spatial skills via child self-regulated learning. We discuss implications for future research and intervention design.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106095"},"PeriodicalIF":1.8,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Word form generalization across voices: The role of infant sleep 跨声音的词形泛化：婴儿睡眠的作用

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-18 DOI: 10.1016/j.jecp.2024.106106

Margherita Belia , Tamar Keren-Portnoy, Marilyn Vihman

{"title":"Word form generalization across voices: The role of infant sleep","authors":"Margherita Belia , Tamar Keren-Portnoy, Marilyn Vihman","doi":"10.1016/j.jecp.2024.106106","DOIUrl":"10.1016/j.jecp.2024.106106","url":null,"abstract":"<div><div>Infant sleep plays a crucial role in various aspects of language development, including the generalization of visual and auditory stimuli. The relative role of daytime naps and nocturnal sleep in these memory generalization processes is debated, with some studies observing significant generalization following a post-encoding nap and others observing it following nocturnal sleep, but only in cases where a post-encoding nap had occurred on the previous day. We conducted an online experiment with 8-month-old infants to determine whether a nap immediately following auditory exposure to words spoken by one talker enhances infants’ recognition of the same word forms produced by a different talker (i.e., word form generalization). This ability involves the extraction of constant auditory features from a pool of variable auditory instances and thus is an example of memory generalization. Results revealed a significant increase in word form generalization after a night’s sleep, specifically in infants who napped shortly after initial exposure to the words. This study provides the first evidence for the combined role of post-encoding naps and nocturnal sleep in phonological learning across different acoustic contexts. Phonological learning is frequently overlooked in research about word learning; however, prior to a child’s ability to associate words and their meanings and to use language referentially they must first encode and access the phonological forms of words and recognize them in running speech. Therefore, the findings from this study contribute significantly to our understanding of vocabulary acquisition by highlighting the importance of daytime naps in phonological learning.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106106"},"PeriodicalIF":1.8,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Thinking about thinking: A longitudinal investigation linking developments in metacognition, inhibitory control, and theory of mind 关于思考的思考将元认知、抑制控制和思维理论的发展联系起来的纵向调查

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-17 DOI: 10.1016/j.jecp.2024.106103

Mariel Symeonidou , Martin J. Doherty , Josephine Ross

引用次数: 0

Children weigh internet inaccuracy when trusting in online information 儿童在信任网络信息时会权衡网络的不准确性

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-17 DOI: 10.1016/j.jecp.2024.106105

Yu Tong , Judith H. Danovitch , Fuxing Wang , Weijun Wang

引用次数: 0

The effects of prosody and referent characteristics on novel noun learning in children 拟声词和指代特征对儿童学习新名词的影响

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-15 DOI: 10.1016/j.jecp.2024.106104

Julie M. Hupp , Melissa K. Jungers , Samantha A. McDonald , Yujin Song

{"title":"The effects of prosody and referent characteristics on novel noun learning in children","authors":"Julie M. Hupp , Melissa K. Jungers , Samantha A. McDonald , Yujin Song","doi":"10.1016/j.jecp.2024.106104","DOIUrl":"10.1016/j.jecp.2024.106104","url":null,"abstract":"<div><div>Prosody is <em>how</em> words are spoken, often affecting the messages we convey. When prosody is relevant to the meaning, word learning is enhanced; however, it is unknown whether children attend to prosody that is not relevant to a word learning task (e.g., fearful for no reason). Previous research with adult noun learning showed that some emotional prosodies (e.g., warning) decreased word learning in comparison with a neutral Name prosody, demonstrating adults’ inability to ignore this irrelevant information. Given preschool children’s developing abilities to use prosody, the current research examined the effect of emotional prosody on children’s novel noun learning. In this study, preschool children (<em>N</em> = 67) were trained on novel labels paired to novel referents across five prosodic categories. Results suggest that referent complexity, animacy status, and prosody affect children’s noun learning, but in a different way than they affect adults. Prosody affected learning labels only for simple inanimate referents, with Happy and Fear prosodies being more accurate than the neutral Name. Whereas adults in previous research have been seemingly distracted by emotional prosody in learning nouns, children’s novel noun learning for simple objects was enhanced by Happy and Fear prosodies. This demonstrates the potential benefits that emotional prosody may have on children’s word learning.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106104"},"PeriodicalIF":1.8,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142441281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Are students’ math and verbal motivational beliefs malleable? The role of praise in dimensional comparisons 学生的数学和语言动机信念是可塑的吗？表扬在维度比较中的作用。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-10 DOI: 10.1016/j.jecp.2024.106100

Kexin Ren , Amanda Grenell , Elizabeth A. Gunderson

{"title":"Are students’ math and verbal motivational beliefs malleable? The role of praise in dimensional comparisons","authors":"Kexin Ren , Amanda Grenell , Elizabeth A. Gunderson","doi":"10.1016/j.jecp.2024.106100","DOIUrl":"10.1016/j.jecp.2024.106100","url":null,"abstract":"<div><div>To determine their academic strengths and weaknesses, students compare their own performance across domains (e.g., math vs. English), a process referred to as <em>dimensional comparisons.</em> For example, individuals’ higher-scoring English performance may negatively affect their math motivational beliefs (competence self-concepts and intrinsic values), resulting in favoritism toward English. Students’ motivation can also be affected by praise from adults. However, praise in one domain (e.g., English) may have unexpected negative effects on motivation in the contrasting domain (e.g., math) through dimensional comparisons. We experimentally investigated the impact of receiving praise in only one domain on students’ domain-specific motivational beliefs. We hypothesized that students would have higher motivational beliefs in the praised domain and lower motivational beliefs in the non-praised domain compared with students who received no praise. Seventh- to ninth-graders (10- to 15-year-olds; <em>N</em> = 108; 46 girls; 92 living in the United States; 84.8% White, 2.9% Asian or Asian American, 2.9% Black or African American, 9.5% multiple races; parents’ education range: 13–18 years) showed heightened verbal competence self-concepts after receiving praise on either verbal or math performance. College students (first to fifth year; <em>N</em> = 109; 89 women; 105 living in the United States; 58.9% White, 21.5% Asian or Asian American, 10.3% Black or African American, 5.6% multiple races, 3.7% other races) showed higher verbal intrinsic values after receiving praise on verbal performance. Results supported positive effects of praise in the verbal domain only and were inconsistent with the predicted negative effects on the non-praised domain. We suggest that students’ verbal motivational beliefs are more malleable than math beliefs when receiving disproportionate praise.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106100"},"PeriodicalIF":1.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142401636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Three- and four-year-old children represent mutually exclusive possible identities 三岁和四岁的孩子代表着相互排斥的可能身份。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-07 DOI: 10.1016/j.jecp.2024.106078

Esra Nur Turan-Küçük , Melissa M. Kibbe

{"title":"Three- and four-year-old children represent mutually exclusive possible identities","authors":"Esra Nur Turan-Küçük , Melissa M. Kibbe","doi":"10.1016/j.jecp.2024.106078","DOIUrl":"10.1016/j.jecp.2024.106078","url":null,"abstract":"<div><div>How do children think about and plan for possible outcomes of events that <em>could</em> happen in the future? Previous work that has investigated children’s ability to think about mutually exclusive possibilities has largely focused on children’s reasoning about one type of possibility—the possible locations of an object. Here, we investigated children’s reasoning about another type of possibility—mutually exclusive possible identities. In two experiments (<em>N =</em> 201 U.S. 3- and 4-year-olds), children were told that two animal characters (e.g., a bunny and a monkey) were going to take turns sliding down a playground slide. Children were told that the animals wanted to eat their favorite foods (e.g., carrots and bananas, respectively) as soon as they got to the bottom of the slide. In an Unambiguous Identity condition, we told children the identity of the animal that would slide down. In an Ambiguous Identity condition, we told children that which animal would slide down first was unknown. To examine children’s representations of possible identities, we asked children to “get snack ready.” We found that children in the Unambiguous Identity condition selected only one of the snacks (i.e., the favorite snack of the animal they were told would slide down), whereas children in the Ambiguous Identity condition selected <em>both</em> snacks, suggesting that they were accounting for <em>both</em> possible identities. These results extend the literature on the development of modal reasoning to include reasoning about possible identities and suggest that this ability may be available to children as young as 3 years.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106078"},"PeriodicalIF":1.8,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Embodying anticipated affect enhances proactive behavior in 5-year-old children 体现预期情感可增强 5 岁儿童的主动行为。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-04 DOI: 10.1016/j.jecp.2024.106099

Felix Schreiber , Silvia Schneider , Albert Newen , Babett Voigt

{"title":"Embodying anticipated affect enhances proactive behavior in 5-year-old children","authors":"Felix Schreiber , Silvia Schneider , Albert Newen , Babett Voigt","doi":"10.1016/j.jecp.2024.106099","DOIUrl":"10.1016/j.jecp.2024.106099","url":null,"abstract":"<div><div>Imagining anticipated affects can foster future-oriented behavior in adults. However, children often still have difficulties in vividly imagining how they will feel in a specific episode (affective episodic future thinking [EFT]). We investigated whether enacting anticipated affects helps children to imagine how they will feel and whether this enhances proactive behavior in turn. A total of 90 5-year-old children were randomly assigned to one of three groups. In the embodiment group, children were instructed to imagine and physically enact how positive and negative they would feel in an upcoming performance test. Children in the EFT-only group underwent a similar procedure but did not enact their future affect. In the control group, children were reminded of the upcoming test only without receiving a prompt to imagine the upcoming test. After the manipulation, children had the opportunity to play one of three games. One game was relevant for the test. Children’s choice to play the relevant game in advance of the test served as an indicator for proactive behavior. Mechanisms (e.g., detailedness of the envisioned event) and moderators (theory of mind and neuroticism) of the link between embodied EFT and proactive behavior were explored. Children in the embodiment group chose the relevant game above chance level, but they did not choose the relevant game more often than children in the EFT-only group and the control group. Those results were independent of the assumed mediators and moderators.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106099"},"PeriodicalIF":1.8,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142378374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The near and far transfer effects of computerized working memory training in typically developing preschool children: Evidence from event-related potentials 计算机化工作记忆训练对发育正常的学龄前儿童的远近迁移效应：事件相关电位的证据

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-03 DOI: 10.1016/j.jecp.2024.106096

Yan Hong , Ting Zhang , Cong Pang , Ling Zou , Ming Li , Renlai Zhou

{"title":"The near and far transfer effects of computerized working memory training in typically developing preschool children: Evidence from event-related potentials","authors":"Yan Hong , Ting Zhang , Cong Pang , Ling Zou , Ming Li , Renlai Zhou","doi":"10.1016/j.jecp.2024.106096","DOIUrl":"10.1016/j.jecp.2024.106096","url":null,"abstract":"<div><div>Working memory (WM) refers to the ability to actively maintain and process information needed to complete complex tasks such as comprehension, learning, and reasoning. Recent studies have examined the efficacy of computerized working memory training (WMT) in improving cognitive functions in general and WM in particular, with mixed results. Thus, to what extent can WMT produce near and far transfer effects to cognitive function is currently unclear. This study investigated the transfer effects of a computerized WMT for preschool children and also examined the possible neural correlates using the event-related potential (ERP) technique. A total of 50 Chinese preschoolers (64.44 ± 7.76 months old; 24 girls) received 4-week training during school hours. Compared with those in the active control group, children in the training group showed better gains in behavioral performance in the WM task and significantly more changes in ERP markers of the WM and inhibitory control tasks (near transfer effect). However, no evidence was found for transfer to fluid intelligence (far transfer effect). These findings suggest that WMT is capable of enhancing cognitive functioning in preschool children, and as such this work has important implications for educational practice and it may help to design and refine cognitive interventions for typically developing children and those with WM problems or other cognitive deficits (e.g., children with attention-deficit/hyperactivity disorder).</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106096"},"PeriodicalIF":1.8,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142376153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Finger use mirroring young children’s ways of experiencing numbers 手指的使用反映了幼儿体验数字的方式。

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2024-10-02 DOI: 10.1016/j.jecp.2024.106076

Camilla Björklund

{"title":"Finger use mirroring young children’s ways of experiencing numbers","authors":"Camilla Björklund","doi":"10.1016/j.jecp.2024.106076","DOIUrl":"10.1016/j.jecp.2024.106076","url":null,"abstract":"<div><div>Children who encounter questions about quantities or numbers are observed to use their fingers in different ways to aid their problem solving. This study aimed to contribute to the area of finger counting research with an inquiry of what children’s finger use tells us about their knowledge of numbers. A basic argument is that it is not sufficient to observe the actual use of fingers; there is a need for interpretations of what the finger use means to the children, taking the children’s perspective as the outset. This was done by analyzing 4- and 5-year-olds’ finger use through the lens of phenomenography and variation theory of learning to describe the qualitatively different ways in which children use fingers as an expression of their ways of experiencing the meanings of numbers. Five categories of finger use that show a variety in the meanings the fingers represent emerged: Fingers represent individual items, quantities, countables, number relations, and number structure. The results show that children’s finger use may give access to their ways of understanding numbers; some ways of using fingers indicate expressions of more or less advanced meanings of numbers. A conclusion from the results is that to develop number knowledge and skills, children are aided by learning to see and use their fingers as representing composed units. Some children need the structural support of fingers to solve number problems, and fingers should be used to explore number structures rather than used as countables.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"249 ","pages":"Article 106076"},"PeriodicalIF":1.8,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0